ESL etc.

First time? Check out the site overview.

Youth Xchange is produced by UNEP and UNESCO, and it has links to loads of educational resources aimed at young people. Topics include the environment, consumption, body image, nutrition, and much, much more. I haven’t nearly explored it all, but there is a lot of good stuff here. It is mostly profiles of people and organizations that are making a positive impact, as opposed to materials they they have developed themselves. They also have a downloadable guide that features some of the highlights.

If I were planning a unit on one of the issues covered by this website, I would definitely check out the links they suggest.

Business Insider has a page that features a ton of different charts and graphs on wealth inequality. It would work great in conjunction with an activity on Occupy Wall Street. The graphs start off showing how unemployment is at an all-time high (since 1940), then they look at CEO pay and corporate profits.

The graph I have included here compares corporate profits and CEO pay rates to production worker income and minimum wage. It makes a clear statement against the argument that a rising tide lifts all ships. Corporate profits and CEO pay have risen tremendously since 1990, but the trickle down of jobs and middle class income has not materialized.

Another interesting chart (far down the page) is one that compares wealth inequality in the US to that of other countries. We currently rank 93rd, behind China, Iran and Russia. Even further down is some information about how banks are using the money they are borrowing from the government at virtually 0% interest to buy treasury bills, profiting from free loans with zero risk.

These charts could be used in a wide array of activities on business, wealth and poverty, globalization, and worker’s rights. The page as a whole is probably too much, but a few carefully chosen graphs or charts would make a great addition to a reading or discussion activity.

Thanks Khalid!

Occupy Wall Street is a protest in New York City that has been going on for 18 days. On Saturday, 700 protesters were arrested, following the arrest of 80 protesters the week before. The occupation involves members of a number of different groups, and the main thrust is a frustration with the fact that American political and economic systems favor corporations. It is an expression of dissent against decades of policies favoring the rich. The Occupy Wall Street website itself doesn’t have much information, but there is a live video feed that might be useful.

If I were teaching a class on business, I would absolutely include information on this protest. In my experience, it may come as a surprise to some students that the majority of Americans are not rich. This would fit in well with activities on the distribution of wealth. One of the groups involved in the protest, We Are the 99%, offers a powerful collection of photos and narratives by the poorer 99% of Americans. This would work well with graphs illustrating the fact that, while the wealthiest 1% have seen their real income more than double in the past few decades, the rest of America has seen little to no growth. And, of course, this problem is not uniquely American. Students could be invited to present information on the distribution of wealth in their countries, or in other countries that they research. It could also be fruitful to combine these with activities looking at the distribution of wealth between countries. Whatever the angle, articles on this protest would be a great addition to a unit on business, government or wealth and poverty.

Spent is an educational game that attempts to give users the experience of living on the edge of poverty. You make a series of choices, trying to keep your head above water financially. It is text-based, providing lots of reading opportunities with plenty of life-skills-related vocabulary. I particularly like how they demonstrate that financial pressures can lead to moral dilemmas. For example, the decision to drive away from a fender bender with a parked car is much more tempting with a low bank account balance. There are also interesting compromises that have to be made in terms of opportunities that you are able to offer to your child. After many of the decisions, additional facts and opinions are given about the relevant issues.

I think this game is an engaging way for students to learn about many of the issues that poor families struggle with. I would certainly consider using it in a unit on poverty and wealth. It doesn’t take very long, and could serve either as an introductory or review activity. It also touches on a number of other issues, including education, health and nutrition.

One of the fundamental problems with capitalism as it is currently practiced in many countries around the world is that it relies on continual growth. Obviously, this is not sustainable. The Center for the Advancement of Steady State Economy (CASSE) is an organization that seeks to explore the true costs of growth-based economics, as well as considering alternatives. Their website is full of readings, and they also have a collection of videos, slideshows and audio recordings. There is even a humor section.

If I were doing a unit on business or the economy, I would absolutely use materials from this site. Many of the readings are fairly short, and the language is pretty down to earth.

I just added this new journal to my page of journals and article collections. Though not focused exclusively on English language teaching, The World Journal of Education featured several articles on ESL/EFL and sociolinguistics in their first issue, including this one by Carlous Muluh Nkwetisama looking at the perception of English teachers in Cameroon towards environmental education. I look forward to seeing future issues of this new, peer-reviewed journal.

Thanks Carlous

The RSA Animate series of video clips is an interesting way to present some very sophisticated ideas to learners. The visual nature of the lectures helps comprehension and helps hold student interest. The lecture above looks at how recent developments in cognitive science change our understanding of human nature. Other lectures deal with concepts like charity, choice, and education, just to name a few. In addition to the various content areas that these lectures could be used in, they would be a great addition to activities working on lecture listening and note taking.

Unfortunately, I didn’t find the RSA website so easy to navigate. For example, I couldn’t find a page that indexed all of the animated lectures. That said, there are many articles and other materials on the website that would be interesting to use in class, so poking around a bit is not a bad thing. If you’re looking for a shortcut, though, here is a search that highlights the RSA Animate lectures. Another approach is to browse through their YouTube channel, which includes many non-animated lectures as well.

A few months ago, I had the pleasure of going to a talk on campus by L. M. Bogad. He is a professor at UC Davis and spoke on the topic of performance-based activism. He’s been involved with number of groups, including Billionaires for Bush and The Yes Men. On his website, he has video clips and photos of lots of great examples. These would work great as visual prompts in a unit on global issues.

Along the same lines, Yes Magazine has an article about 5 acts of performance-based protest. I’m not thrilled with the tone of the article (“laughtivism” seems overly reductive) but the events themselves are very interesting. For one thing, it is great to show students that activism has many different faces. I tend to emphasize the activism that we take in our everyday actions, and it is important show students the range of responses that are available.

What will the world look like in 1000 years?

This is the question posed by Sibylle Machat via her website, where she displays drawings of people’s imagined answers. She invites people to submit their ideas via postcard. This would be a great class activity, and the images Sibylle has already collected would make great writing or discussion prompts. Plus, students would probably get a kick out of seeing their work displayed online. This would obviously fit in well with a global issues class, but it would also work as part of a unit on community or activist art.

I just received a letter in the mail asking me to sign up for a Florida Agriculture in the Classroom license plate that comes complete with the slogan “Agriculture Keeps Florida Green”. I immediately assumed that the educational materials promoted by this plate probably pushed an industrial agriculture point of view. I was right.

They have lots of materials for download and I haven’t looked at all of them yet, but one in particular caught my eye. It’s called Food Production: Fact or Fib. The stated objective of this lesson is to clear up misconceptions, focusing especially on making sure students understand the difference between fertilizer and pesticide. The unstated objective, though, is clearly to make sure that students understand how necessary both of these types of chemicals are, while completely omitting any mention of harmful side-effects.

The main activity asks students to determine whether statements are facts or fibs. Here are some samples:

8. If your family pet were infested with disease-causing insects you would take them to a veterinarian to get treatment.

18. Antibiotics prevent diseases in humans, animals and plants just as vaccines do.

19. Controlling insects is one way to prevent diseases in humans, animals and plants.

And here’s the bonus question:

A doctor would prevent many diseases in a patient by making sure he/she got vaccinations. A Veterinarian would make sure every dog and cat received a rabies vaccination to keep them and their owners safe from rabies. How would a farmer protect his or her crops or animals from diseases or pests? Give more than one example.

Drawing an equivalency between how an industrial farmer feels about his or her crops and how a person feels about their pet is disingenuous. These facts are chosen to steer students into favoring the pro-chemical methods of industrial agriculture. There is literally no mention of no mention of harmful side effects, either in terms of human health or the environment. There is no mention of eutrophic deadzones or of the illnesses suffered by farm workers. There is no mention of organic farming. And there is no mention of the necessity of insects or how pesticides kill them all indiscriminately (not just the “disease-causing” ones).

Obviously, I am not recommending these materials, but I do think they could be useful an in activity that engages true critical thinking. Having students compare these materials with material that gave a truer picture of the pros and cons of fertilizers and pesticides would be interesting. I’m going to contact some local groups and ask if they have any materials like that, and if you know of any, please share them in the comments below.

It’s a real shame that, as we cut educational funding, it is increasingly likely that overworked and underpaid teachers will turn to ready-made materials produced by special interest groups.